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diff --git a/old/63450-0.txt b/old/63450-0.txt deleted file mode 100644 index f9266cc..0000000 --- a/old/63450-0.txt +++ /dev/null @@ -1,2878 +0,0 @@ -The Project Gutenberg EBook of Course of Study of the Oakland High School, by -Oakland High School - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: Course of Study of the Oakland High School - -Author: Oakland High School - -Release Date: October 13, 2020 [EBook #63450] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK COURSE OF STUDY--OAKLAND HIGH SCHOOL *** - - - - -Produced by Richard Tonsing, Tim Lindell, and the Online -Distributed Proofreading Team at https://www.pgdp.net (This -file was produced from images generously made available -by The Internet Archive/American Libraries.) - - - - - - - - - - COURSE OF STUDY - OF THE - OAKLAND HIGH SCHOOL - - - OAKLAND, CALIFORNIA - -[Illustration] - - JULY, 1912 - ------------------------------------------------------------------------- - - - - - INDEX - - - PAGE - Algebra, Elementary 34 - - Algebraic Theory 35 - - - Botany 37 - - - Chemistry 39 - - Choral, Advanced 49 - - Choral, Elementary 49 - - Civics 32 - - Composition 22 - - Composition, Oral 28 - - Course of Study in Outline 4, 5, 6 - - - Designing 51 - - Drama 20 - - Drawing 51 - - Drawing, Freehand 51 - - Drawing, Freehand Advanced 51 - - Drawing, Geometric 51 - - Drawing, Industrial Arts 51 - - Drawing, Mechanical 51 - - - Economics 33 - - English 7 - - English Literature 7 - - - French 47 - - - Geometry, Plane 34 - - Geometry, Solid 35 - - German 44 - - Greek 41 - - Gymnasium 52 - - - Harmony 49 - - History 31 - - History, Ancient 31 - - History, English 32 - - History, General 31 - - History, Medieval and Modern 32 - - History, United States 32 - - Hygiene and Physical Education 52 - - - Latin 42 - - Literature, English 7 - - - Mathematics 34 - - Music 49 - - Music, Composition 49 - - Music, History of 49 - - - Physical Education and Hygiene 52 - - Physical Geography 37 - - Physics, Brief Course 39 - - Physics, Full Course 39 - - Physiology and Hygiene 38 - - Public Speaking 19 - - - Science 37 - - - Trigonometry 35 - - - Zoology 38 - - - - - Outline of Course of Study - - - ═══════╤═══════════════════════════════╤═══════════════════════════════ - │ COURSE I. │ COURSE II. - │ │ - │Preparatory to the University │ - │of California in the Colleges │ - │of Letters, Social Sciences, │Preparatory to the University - │Natural Sciences, Commerce, │of California in the four-year - │Agriculture, and the five-year │courses in the Colleges of - │courses in the Colleges of │Mechanics, Mining, Civil - │Mechanics, Mining, Civil │Engineering, and Chemistry. - │Engineering and Chemistry, and │ - │the course of Architecture. │ - ───────┼───────────────────────────────┼─────────────────────────────── - =FIRST │English │English - YEAR= │ │ - „ │Algebra │Algebra - „ │Foreign Lang. Ancient or Modern│Foreign Language - │(see Note 1) │ - „ │Elective │Freehand Drawing - ───────┼───────────────────────────────┼─────────────────────────────── - =SECOND│English │English - YEAR= │ │ - „ │Geometry │Geometry - „ │Foreign Lang. Ancient or Modern│Foreign Language - │(see Note 1) │ - „ │Elective │Geometrical Drawing - ───────┼───────────────────────────────┼─────────────────────────────── - =THIRD │Foreign Lang. Ancient or Modern│English or Foreign Language - YEAR= │(see Note 1) │ - „ │Elective │Chemistry - „ │Elective │Mathematics - „ │Science │Elective - │(Any 3rd or 4th year Science if│ - „ │preferred, Science may be taken│ - │in the 4th instead of the 3rd │ - │year.) │ - „ │Foreign Lang. Ancient or Modern│ - │(see Note 1) │ - ───────┼───────────────────────────────┼─────────────────────────────── - =FOURTH│U. S. History and Civics │English or Foreign Language - YEAR= │ │ - „ │Elective │U. S. History and Civics - „ │Elective │Physics - │(Science must be taken in this │ - „ │year, if not already taken in │Mathematics - │the third year.) │ - ───────┴───────────────────────────────┴─────────────────────────────── - - ═══════╤═══════════════════════════════╤═══════════════════════════════ - │ COURSE III. │ ELECTIVES - │ │ - │General Course, not preparatory│ - │to the University. At least │ - │three years’ work in each of │Starred subjects are not - │three of the following groups │included in the General List of - │of subjects is required for │Preparatory subjects for - │graduation from the general │admission to the University of - │course: English, History, │California. - │Mathematics, Foreign Languages,│ - │Science, Music and Drawing. │ - ───────┼───────────────────────────────┼─────────────────────────────── - =FIRST │English │*Choral I - YEAR= │ │ - „ │Elective (See Note 3) │Algebra - „ │Elective │General History - „ │Elective │Ancient History - „ │ │Freehand Drawing - „ │ │German I - „ │ │French I - „ │ │Latin I - „ │ │General Science - ───────┼───────────────────────────────┼─────────────────────────────── - =SECOND│English │Choral II - YEAR= │ │ - „ │Elective │Botany - „ │Elective │Plane Geometry - „ │Elective │Med. and Mod. History - „ │ │Geometrical Drawing or - │ │*Designing - „ │ │German II - „ │ │French II - „ │ │Latin II - „ │ │Greek I August - ───────┼───────────────────────────────┼─────────────────────────────── - =THIRD │English (see Note 2) │Elements of Harmony - YEAR= │ │ - „ │Elective │*Economics - „ │Elective │*Dramatics - „ │Elective │Chemistry - „ │ │English History - „ │ │*Applied Designing - „ │ │*Advanced Freehand Drawing - „ │ │Solid Geometry ½ - „ │ │Trigonometry ½ - „ │ │English III - „ │ │German I or III - „ │ │French I - „ │ │Latin I or III - „ │ │Greek I or II August - „ │ │*History of Art - „ │ │Zoology - „ │ │*Argumentation - „ │ │Advanced Algebra ½ - „ │ │*Public Speaking - ───────┼───────────────────────────────┼─────────────────────────────── - =FOURTH│U. S. History and Government │History of Music - YEAR= │ │ - „ │Elective │*Economics - „ │Elective │Physiology and Hygiene - „ │Elective │Physics - „ │ │Advanced Algebra ½ - „ │ │*Argumentation - „ │ │English IV - „ │ │German II or IV - „ │ │French II or IV - „ │ │Latin II or IV - „ │ │Greek II or III August - „ │ │*Astronomy ½ - „ │ │Solid Geometry ½ - „ │ │Trigonometry ½ - ───────┴───────────────────────────────┴─────────────────────────────── - -In addition to the subjects on preceding pages, a certain amount of -Physical Culture will be required of all students. Hygiene is prescribed -for all girls in the second year. - -Pupils preparing to enter one of the California State Normal Schools are -advised to register for Course I or Course II. - -Note 1. The University of California will accept either Ancient or -Modern Languages or both for admission. But since the University -requires Latin for graduation from the Colleges of Letters and Social -Sciences, and does not offer instruction in the first two years of high -school Latin, students preparing to enter these Colleges must take at -least two years of Latin. Latin is not required for admission to or -graduation from other colleges. - -Note 2. In the General Course, Third Year English will be required of -all students who do not take at least two years of Foreign Language. - -Note 3. One year of Science is required for graduation from the General -Course. It may be taken in any year of the course. - -Note 4. In electing Sciences and Music, students may choose electives -from the preceding or succeeding year as well as from electives for the -year in which the student is registered. General Science, if taken, must -precede any other science. One year science will be required for -graduation from any four-year course. - -Note 5. A student will not be allowed to take more than the equivalent -of four recitations per day unless by special agreement between the -principal and the student’s parents. - -Note 6. Except as provided in Note 7, sixteen credits, each requiring at -least two forty-five-minute periods per day for recitations and -preparation for one year will be required for graduation. - -Note 7. One of the sixteen credits required under Note 6 will be granted -for work in literary, athletic or other student activities (including -debating, and choral and orchestral music) in student societies -operating under the supervision of the principal or some faculty member -designated by him. This credit shall be granted under rules established -by the principal. - -Note 8. No class shall be organized or maintained in the first or second -year of any high school unless at the beginning of the year there shall -be enrolled in the class not less than twenty-five students, provided -that in the second year a course, which is a continuance of a first year -course, may be maintained if not less than twenty students are enrolled -therein. - -Note 9. No class shall be organized or maintained in the third or fourth -year of any high school unless at the beginning of the year there shall -be enrolled in the class not less than fifteen students, provided that -no class shall be suspended unless the same subject is being given in -some other high school in this city. - -Note 10. When any course is given in more than one high school, there -shall be uniformity in text-books, and in the content of the course of -study pursued. - - - - - COURSE OF STUDY - - - ENGLISH. - - - LITERATURE COURSE. - -=Aims= - -1. To arouse an interest in the best that has been written by making -students enjoy their English work. - -2. By means of this interest in the best, to help develop right ideals -of thought and action. - -3. To train in intelligent, appreciative reading; viz., to be able to -get the writer’s thought and to acquire some standards of judgment as to -what constitutes true literature. - -=Divisions.= - -1. Literature studied in class. - -2. Collateral reading done in connection with the literature studied and -under the general direction of the teacher. - -3. Reading selected at will from a general list, composed not -necessarily of masterpieces, but of wholesome books interesting to young -people, the purpose being to encourage reading and to furnish -suggestions as to what is worth while. - - - NINTH YEAR. - -First Term. - -=Literature Studied.= - - The Iliad, Books 1, 6, 22 and 24. Bryant’s Translation. - The Odyssey. Complete. Palmer’s Translation. - Antigone. - -=Collateral Reading.= Selections from the following: - - The Iliad (At least four more books.) Homer. - Wonder Book. Hawthorne. - Tanglewood Tales. Hawthorne. - Greek Heroes. Kingsley. - Earthly Paradise. Morris. - The Æneid. Virgil. - Masque of Pandora. Longfellow. - Iphigenia in Aulis. Euripides. - Iphigenia in Tauris. Euripides. - Alcestis. Euripides. - Ulysses. Stephen Phillips. - Balaustion’s Adventure. Browning. - Pheidippides. Browning. - Rhoecus. Lowell. - Out of the Northland. Child. - Old Testament Stories. - The Song of Roland. - The Niebelungenlied. - Beowulf. Child. - -=Method.= - -1. Introduction to Greek life and thought, especially of religion. -(Talks by the teacher and reports by students on topics assigned.) - -2. Reading of the most important stories of the gods and older heroes. -(Teach in connection with 1 and 2, the use of reference books.) - -3. Reading of literature assigned, (1) for interest in story; (2) in -characters; (3) in customs of the times; (4) in heroic ideals; (5) for -fine lines. Try to recreate the Homeric life and to bring out the -elements of permanence. - -4. Enough attention to allusions and meanings of words to insure -intelligent reading, but no more. - -5. Study the “Antigone” broadly for story and characters, and to arouse -an interest in the difference between the Greek and modern play, but -avoid technicalities here. Develop the ability to find fine lines. - -6. Occasional reports, oral and written, on allied subjects; such as, -Greek temples, sacrifices, the priesthood, famous festivals, or on -collateral reading. - - - NINTH YEAR. - -Second Term. - -=Literature Studied.= - -1. Horatius, Macaulay’s Lays. Old English Ballads. Sohrab and Rustum, -Matthew Arnold, or Lady of the Lake, Scott. - -2. Prose Literature for Secondary Schools. Ashmun. - -3. One of the following novels: - - Treasure Island. Stevenson. - Kidnapped. Stevenson. - Ivanhoe. Scott. - Quentin Durward. Scott - The Talisman. Scott. - -=Collateral Reading.= - -(Selected) - - Lady of the Lake. Scott. - Lay of the Last Minstrel. Scott. - Marmion. Scott. - Lays of Ancient Rome. Macaulay. - The Boys’ King Arthur. Lanier. - Tales of a Grandfather. Scott. - Kenilworth. Scott. - Woodstock. Scott. - Rob Roy. Scott. - David Copperfield. Dickens. - Old Curiosity Shop. Dickens. - -=Method.= - -First Group. - -1. Read for interest in story and character. Never lose sight of this. - -2. Work to develop the pictorial imagination. The method of the drama -will help; i. e., set the scene, describe accurately the actors, dress -them appropriately, imagine facial expression, tone of voice, gesture -and action. - -3. Stimulate discussion on characters and motives actuating them. - -4. Occasional close work on fine descriptive passages. Image them -accurately. Bring out by this effort the obvious differences between -poetic and prose diction, but no special study of this here. - -5. Connect with the preceding term’s work when possible, by comparison -of the heroic ideals with those of the Greeks. - -Second Group. - -Follow the general trend of the suggestions given in the text. The aim -is to arouse an interest in prose devoid of strong story element. - -Third Group. - -Follow the general directions for the study of the first group. Give -simple training in the development of a plot, but keep this subordinate -to interest in the story and characters. - - - TENTH YEAR. - -Second Term. - -=Special Aim of the Term.= - -To teach to read poetry with enjoyment, and to show that poetical -expression is an addition to beautiful thought. - -=Literature Studied.= - -First Half Term. - - The Vision of Sir Launfal. Lowell. - The Forsaken Merman. Arnold, or - King Robert of Sicily. Longfellow. - The Ancient Mariner. Coleridge. - -Second Half Term. - - The Merchant of Venice. Shakespeare. - Sesame and Lilies (King’s Treasuries). Ruskin. - -=Collateral Reading.= - -Any narrative and descriptive verse rich in ethical and poetical beauty; -such as, - - Enoch Arden. Tennyson. - Snow Bound. Whittier. - The Eve of St. Agnes. Keats. - The Golden Legend. Longfellow. - Tales of a Wayside Inn. Longfellow. - Drifting. Buchanan Read. - The Closing Scene. Buchanan Read. - Nature Lyrics. Lowell. - Twelfth Night. Shakespeare. - Midsummer Night’s Dream. Shakespeare. - The Tempest. Shakespeare. - As You Like It. Shakespeare. - The Alhambra. Irving. - Travels with a Donkey. Stevenson. - An Inland Voyage. Stevenson. - South Sea Idyls. Stoddard. - Lorna Doone. Blackmore. - -=Method.= - -1. Simple presentation of the differences between poetry and prose; - - (1) in purpose, - - (2) in thought (subject), - - (3) in choice and use of words, - - (4) in sound. - -2. Short drill on selected figures, principally of imagination. Choose -only those rich in meaning and within the range of the experience of the -class. Work to bring out the gain from the figure. - -3. Present the music side of poetry—rhythm, meter, rhyme (including -alliteration), and give a drill on various selections to train the ear. - -4. “Vision of Sir Launfal.” Study for beauty of thought, ethical content -and its application to modern life, and beauty of pictures and figures. -Give much attention to the visualizing power. Try to show that the -poetic language and form are a gain. - -5. Study of other narratives on same general plan. If time permit, study -a few lyrics rich in content and poetic beauty, such as Tennyson’s -“Lotus Eaters,” or Shelley’s “Skylark;” (1) for thought; (2) for beauty -of word usage; (3) for melody. - -6. “Merchant of Venice.” Study (1) for what happens—the sequence of -events and their relation to each other; (2) for a knowledge of the -characters and the motives actuating them; (3) for fine lines; (4) for -strongest and most beautiful scenes; (5) for beauty of language, noting -scenes richest in poetic expression and its appropriateness; (6) for -structure; i.e., the major and minor stories and their relation to each -other. Throughout the whole emphasize the fact that the play is a -picture of human life; make the characters and the scenes real. - -7. “Sesame and Lilies.” Study to stimulate thought and to arouse a -further interest in fine literature. Train in the way to read prose; i. -e., the finding of the main thought (topic sentence), and tracing its -growth in the paragraph; also the necessity for knowing the real -significance of the words used. - - - TENTH YEAR. - -Second Term. - -=Literature Studied.= - -First Half Term. - - Continuation of the study of the drama Julius Caesar. - -Second Half Term. - -Training in careful, intelligent reading of prose, expository and -argumentative. - - Public Duty of Educated Men. Curtis. - International Arbitration. Schurz. - Salt. Van Dyke. - (From Shurter’s Masterpiece of Modern Oratory). - - First Bunker Hill Oration. Webster. - -=Collateral Reading.= - - Richard II. and III. Shakespeare. - Henry V. Shakespeare. - Coriolanus. Shakespeare. - Henry IV. Shakespeare. - The Jew of Malta. Marlowe. - Richelieu. Bulwer-Lytton. - The Plymouth Oration. Webster. - The Second Bunker Hill Oration. Webster. - The Eulogy on Adams and Jefferson. Webster. - (Other speeches from Shurter’s Masterpieces). - -=Method.= - -1. “Julius Caesar.” Same general treatment as with “Merchant of Venice,” -with more emphasis on study of plot—the conflicting interests, the -threads of action, character groups, character contrast, the division in -the plot, the important moments—but never emphasize technique at the -expense of study of the play as a picture of life. Much memorizing of -fine lines. - -2. Prose. (1) Find main thought of each paragraph (topic sentence) and -trace its growth, noting the method of development when clear; (2) group -related paragraphs and note relation of different groups to each other; -(3) note introductory, transitional, summarizing and concluding -paragraphs; (4) show further the necessity for a clear, definite content -for each word and a knowledge of references. Owing to the difficulty of -this work, it is well at first for teachers to study with the class, in -order to arouse interest in the thought and prevent discouragement. -Power to work independently will soon grow. - - - ELEVENTH YEAR. - -First Term. - -=Literature Studied.= - -1. Continuation of work of the tenth year with poetry. - - The Idylls of the King. Tennyson. - The Coming of Arthur. - Gareth and Lynette. - The Holy Grail. - The Passing of Arthur. - -2. Study of a novel. - - Silas Marner. George Eliot, or - The Tale of Two Cities. Dickens. - -3. Study of the Essay. - - Autobiography and Lay Sermons. Huxley, or - Warren Hastings. Macaulay. - -=Collateral Reading.= - - The Idylls of the King (Enid, Elaine, and Guinievere). - The Princess. Tennyson. - The Lady of Shalott. Tennyson. - Sir Galahad. Tennyson. - Merlin and the Gleam. Tennyson. - The Light of Asia. Edwin Arnold. - Balder Dead. Matthew Arnold. - Lord Clive. Macaulay. - Life of Johnson. Macaulay. - The Americanism of Washington. Van Dyke. - Latter Day Saints and Sinners. Ross. - The Life of Lincoln. Schurz. - Fisherman’s Luck. Van Dyke. - Adventures in Friendship. Grayson. - Adventures in Contentment. Grayson. - Out of the East. Lafcadio Hearn. - My Summer in a Garden. Warner. - Reveries of a Bachelor. Mitchell. - Dream Children. Mitchell. - -=Method.= - -1. Idylls of the King. Study for (1) nobility of thought and ideals of -life; (2) beauty of pictures; (3) imagery and word usage; (4) blank -verse and noticeable sound effects. Make special effort as in the first -half of the tenth year, to develop the imagination and an appreciation -of the gain from beautiful expression. - -2. The novel. (1) Train in open-eyed reading; the story and the -characters should be known thoroughly. (2) Aim to enlarge the experience -by acquaintance with new motives and actions. (3) Seek for the -underlying ideas in the story and for the working out of great laws. (4) -Study of structure as in the drama. - -3. The Essay. Continue paragraph work of the tenth year, second half, -with new emphasis on kinds of paragraph development. Distinguish between -narrative, descriptive, and expository paragraphs, and the methods of -development in each. Begin the study of prose style; i.e., rhetorical -sentences and their value: studiously long and short sentences, periodic -sentences, antithesis and climax; also study vocabulary, especially, in -Macaulay, the use of concrete terms and their value. Select striking -paragraphs for close work on style, and study to discover method. - - - ELEVENTH YEAR. - -Second Term. - -=Literature Studied.= - -American Literature. - -1. Poetry. Class work on selected poems of Bryant, Poe, Longfellow, -Emerson, Whittier, Holmes, Lowell, Walt Whitman. - -2. The Novel. - - House of Seven Gables. Hawthorne, or - Marble Faun. Hawthorne, or - Rise of Silas Lapham. Howells. - -3. The Short Story. Hawthorne and Poe. - -4. The Essay. One of the following: - - Fortune of the Republic. Emerson. - The American Scholar. Emerson. - Compensation. Emerson. - Democracy. Lowell. - -=Collateral Reading.= - - Franklin. Autobiography. - Sketch Book. Irving. - The Alhambra. Irving. - Knickerbocker History of New York. Irving. - Last of the Mohicans, or any other novel. Cooper. - Lesser poets of the Creative Period: - Aldrich. - Bayard Taylor. - Buchanan Read. - Alice and Phoebe Cary. - Holland. - - Later Poets: - Lanier. - Bret Harte. - Edward Rowland Sill. - Helen Hunt. - Eugene Fields. - James Whitcomb Riley. - Richard Watson Gilder. - Edwin Markham. - - The Man Without a Country. Edward Everett Hale. - The Autocrat of the Breakfast Table. Holmes. - Walden. Thoreau. - -=Method.= - -The course is to be taught historically, by means of lectures, class -study of the most important authors, and much collateral reading. The -purpose is to arouse an interest and pride in America’s literary -product, therefore the work is taught more broadly than in preceding -terms. Preface the course with a brief consideration of what is meant by -the term literature, and with a review of simple poetics as a basis for -the future study of poetry. - -1. Poetry. Select for study poems not usually read in the grammar -school, unless the well known have a content of growing interest; -examples: Longfellow’s Keramos, Amalfi, Morituri Salutamis; Lowell’s -Commemoration Ode; Emerson’s Each and All. - -2. The novel. Same plan as in preceding term. - -3. The short story. Develop (1) the characteristics of a successful -short story; (2) the differences between this and a novel; (3) the -various types of short story; (4) some definite standards of judgment -for future use. - -4. The essay. Read mainly to stimulate thought on life. - -5. Make the collateral reading an important part of this course. Have -outside reading done on each author studied and on others for whom there -is not time for class work. Help toward intelligent, appreciative -reading by assigning special topics on the literature read, and give -occasional recitation periods to oral reports. - -6. Have occasional oral readings from authors not studied in class, -especially the best of the later poets. This may be done frequently in -five-minute exercises at the beginning of the recitations. - -7. Put early into the hands of the students a classified list of the -best American authors. Stimulate in every possible way the desire to -read. - - - TWELFTH YEAR. - -=General Purpose for the Year.= - -(1) To unify the work of the preceding terms. (2) To give a rapid survey -of the whole field of English Literature. (3) To study selected -masterpieces characteristic of the various periods. (4) To learn the -characteristics of the chief literary types. (5) To read as broadly as -possible in each period. Collateral reading here runs parallel with -class work. - -First term. - -=Literature Studied.= - - History of English Literature to 18th Century. - Prologue to the Canterbury Tales. Chaucer. - Review of the Old English Ballads. - Macbeth. Shakespeare. - L’Allegro and Il Penseroso. Milton. - Comus. Milton, or - Paradise Lost, Books 1 and 2. Milton. - Lycidas. Milton. - Sonnet on His Blindness. Milton. - Alexander’s Feast. Dryden. - -=Collateral Reading.= - - The epic—Beowulf (at least two-thirds). - The tale—One of Chaucer’s, preferably the Knight’s Tale. - The drama—King Lear. Shakespeare, or - Hamlet. Shakespeare, or - Othello. Shakespeare, or - The Jew of Malta. Marlowe, or - Doctor Faustus. Marlowe. - - The song—Palgrave’s Golden Treasury. Books 1 and 2. - The essay—Essays selected. Bacon. - The allegory—Pilgrim’s Progress (Part I). Bunyan. - The elegy—Elegy in a Country Churchyard. Gray. - Adonais. Shelley. - Thrysis. Matthew Arnold. - In Memoriam. Tennyson. - Thanatopsis. Bryant. - -=Method.= - -In general study broadly to stimulate a desire for further acquaintance -with literature, but whenever made possible by the work in hand, review -and sum up principles emphasized throughout preceding terms. - -=Chaucer.= Read (1) for a picture of the times; (2) to discover his -broad humanity; (3) for his humor and satire; (4) for his literary -method. Do not attempt to teach pronunciation or grammar, but insist on -smooth, intelligent translation. - -=The Ballads.= Read to find the characteristics of ballad literature. -Compare with the literary ballad; such as, The Ancient Mariner, Scott’s -Rosabelle, or Rossetti’s White Ship. - -=Macbeth.= Read principally for great ethical lessons. Emphasize -character development. Have only so much close study as is necessary for -the understanding of the action and characters. Teach as dramatically as -possible; imagine stage setting, tone of voice, facial and bodily -expression, action—in order to enter into the play. Select passages -noticeable for beauty or power of expression and test appropriateness. - -=Paradise Lost.= Study as dramatically as possible. Do no line-by-line -study. Get the story, the character of Satan with its mixture of good -and evil, the fine pictures and imagery. Mark fine thoughts, also -examples of loftiness and sublimity, of color and splendor, and of -varying melody. - -=Comus.= Study as an example of the masque, keeping the dramatic element -prominent. Set the scenes, imagine stage accessories suggested by the -lines; such as, costumes, lights, tableaux, music. Show differences -between this and the fully developed drama. Do the same kind of work as -in “Paradise Lost” with fine thoughts and beautiful expressions. Show -the lyric element here and its appropriateness. - -=Lycidas.= Preface with the reading of examples of the classic pastoral -elegy, in order to familiarize students with the pastoral style and so -remove some of the difficulties. (See Baldwin’s “Famous Elegies” for -translations of Theocritus, Bion, and Moschus). This poem has real -difficulties for young students, therefore the teacher must give wise -assistance in mastering it, or it will fail to make an appeal. Note the -beautiful variation of melody. Show the effect of alliterative and -assonantal rhyme and the grouping and alternation of consonant and vowel -sounds, with resulting changes in music. At the close of the study of -the poem, make a comparative study of it and Gray’s Elegy to show the -difference between the personal and the general elegy. - -=Alexander’s Feast.= Study (1) as an imitation of the heroic ode; (2) as -an example of effective wedding of sound and sense. - -Second Term. - -=Literature Studied.= - - History of English Literature from 18th century to present. - Sir Roger de Coverley Papers. Addison & Steel. - The Deserted Village. Goldsmith. - The Vicar of Wakefield. Goldsmith. - Elegy in a Country Churchyard. Gray. - Lyrics. Burns, Wordsworth, Shelley, Keats, and Byron. - Essays of Elia. Lamb. - Joan of Arc. De Quincey, or - Essay on Burns. Carlyle. - Selected Poems. Tennyson, Arnold, Browning. - -=Collateral Reading.= - - She Stoops to Conquer. Goldsmith. - The Rape of the Lock. Pope. - Essay on Man (Selections). Pope. - Essay on Johnson. Macaulay, or - Essay on Addison. Macaulay. - The Newcomes. Thackeray. - Henry Esmond. Thackeray. - One novel. Dickens. - One novel other than “Silas Marner.” Geo. Eliot. - Essay on Burns. Carlyle, or - Heroes and Hero Worship (Selections). Carlyle, or - Essay on Wordsworth. Matthew Arnold. - -=Method.= - -In general, treat the literature studied broadly, to leave in the mind -by the end of the term a liking for it and a desire for more. Do only -enough minute study to insure intelligent, appreciative reading and to -prevent carelessness. - -=Sir Roger de Coverley Papers.= Preface with topical work on the -character of the 18th century. (See “Social Life in the Reign of Queen -Anne” by Ashton). Read to the class the “Rape of the Lock” as a picture -of the times. Study the De Coverley Papers (1) as a picture of the -times; (2) for the character of Sir Roger and reasons for its life; (3) -for method of character delineation; (4) for method of teaching; (5) for -examples of humor and satire; (6) for observations of human nature. -Select some expository paper for close study of structure: introduction -and conclusion, paragraph development, coherence. - -=Gray, Goldsmith, Burns.= Study to discover characteristic features of -the “Romantic Revival,” and survivals of 18th century style. Try to show -by Burns’ lyrics and by a return to 16th century lyrics the essential -characteristics of the song. - -=The Vicar of Wakefield.= Rapid study of humorous situations, -lovableness of the characters, kindliness and gentleness of the author, -elements of permanence. Comparison with some later novel. - -=Shelley, Keats, Byron.= Closer attention to the beauties of poetic -expression and its relation to the thought: pictures, figures, color and -sound words, meter, rhyme effects. - -Review by the end of the term the main periods of English Literature, -their distinguishing characteristics, and the great names of each, also -the main literary types. - - - PUBLIC SPEAKING. - -=Prerequisite.= - -Two years of English. May be substituted for either term of the 11th -year or taken in addition to the regular course. - -=Texts.= - - Extempore Speaking. Shurter. - Manual of Argumentation. Laycock and Spofford. - Manual of Parliamentary Law. Gregg. - -=Method.= - -First Half Term. - -1. Training in simple parliamentary law. - -2. Practice in reading and reciting speeches of others. - -3. Original speeches, prepared and extempore, such as, speeches of -introduction, nomination, presentation, acceptance, eulogy, farewell, -toasts. - -4. Reading of oratorical masterpieces, especially modern ones, and class -discussion as to strength and weakness, elements of success and failure. - -5. An original oration. - -=Method.= - -Second Half Term. - - 1. Study of the theory of argument. - - 2. Conciliation with the Colonies. Burke. - - Speech on Reform Bill. Macaulay. - - Reply to Hayne. Webster. - - Study Burke for structure, logical arrangement, force of - reasoning, different kinds of arguments. Study Macaulay and - Webster as different types of oratory. - - 3. Making of briefs. - - 4. Practice in argument and debate. - - - STUDY OF THE DRAMA. - -=Time.= - -One-half year. - -=Credit.= - -One-half unit. - -=Prerequisite.= - -Two years of English. - -May be substituted for either of 11th year English courses, or taken -with either term of the regular 11th or 12th year work. - -=Aim.= - -1. To awaken in the student a taste for that which is essentially good -in the drama, both as to content and form. - -2. To acquaint the student with so much of the history and technique of -the drama as is necessary for intelligent study. - -=Contents of Course.= - -Plays studied. - - 1. Antigone. Sophocles, or - - Alcestis. Euripides. - - 2. Everyman. - - 3. Hamlet. Shakespeare. - - Twelfth Night. Shakespeare, or some other Shakespearean tragedy or - comedy. - - 4. She Stoops to Conquer. Goldsmith, or - - The School for Scandal. Sheridan. - - 5. The Doll’s House. Ibsen. - - 6. Trelawney of the Wells. Pinero, or - - Sweet Lavender. Pinero, or - - The Cabinet Minister. Pinero. - - 7. The Land of the Heart’s Desire. Yeats. - - 8. The Only Way. (Dramatization of Dickens’ Tale of Two Cities), or - - Oliver Twist. - -=Collateral Reading.= - -Selected plays from the following: - - Agamemnon. Æschylus. - Alcestis. Euripides. - The Frogs. Aristophanes. - The Captives. Plautus. - -Early English Plays: - - Sacrifice of Isaac. - Noah’s Flood. - Secunda Pastorum. - - The Jew of Malta. Marlowe. - Knights of the Burning Pestle. Beaumont & Fletcher. - Alexander and Campaspe. Lyly. - Shoemaker’s Holiday. Dekker. - As You Like It. Shakespeare. - Midsummer Night’s Dream. Shakespeare. - The Tempest. Shakespeare. - Henry V. Shakespeare. - School for Scandal. Sheridan. - The Rivals. Sheridan. - The Good Natured Man. Goldsmith. - Lady of Lyons. Lytton. - Becket. Tennyson. - Blot in the Scutcheon. Browning. - Caste. Robertson, or - School. Robertson (for type of new realistic school). - London Assurance. Boucicault (for reversion to 18th century comedy - of manners). - His House in Order. Pinero. - The Magistrate. Pinero. - Judah. Jones. - Doll’s House. Ibsen. - Pillars of Society. Ibsen. - An Enemy to the People. Ibsen. - Ulysses. Stephen Phillips. - The Blue Bird. Maeterlinck. - The Piper. Peabody. - The Servant in the House. Kennedy. - Strife. Galsworthy. - Riders to the Sea. Synge. - -=Outline of Class Work.= - -1. Origin and development of drama among the Greeks; study of a play -from the period of their highest literary achievement. - -2. Brief consideration of the forerunners of the modern English drama; -(1) miracle plays, (2) moralities, (3) early English farces, (4) -pre-Shakespearean drama. Examples of types (2) and (4) studied. - -3. Shakespearean Drama: study of one each of the comedy and tragedy -(those not studied in the regular English courses). - -4. Brief review of the history of the drama from the beginning of the -17th to the end of the 18th century. Study of one of the best types of -18th century comedy. - -5. Important phases of 19th century drama considered. Study of a -transition type. - -6. The contemporary drama; its broad range as to both matter and manner -opening great possibilities—of achievement for the dramatist, of -education for the audience. - -=Method.= - -In accordance with the aims as stated, the technical side of the work -will, for the most part, be presented by the teacher in the form of -concise notes, in order to leave as much time as possible for direct, -appreciative study of plays. - -The collateral reading is to be used as illustrative material and for -comparison. - -Scenes will be studied and presented by students in the classroom, with -occasional public (school) presentations. Students realize dramatic -values by this means. - -Toward the end of the term, students will be encouraged to attempt the -construction of original plays or dramatization of parts of novels and -stories. - - - WRITTEN COMPOSITION. - -The work in composition is so planned as to draw help from the -literature course, but is not based upon it. One period a week in all -classes except Public Speaking and Dramatics is devoted to the work. - -=General Suggestions.= - -1. Work from the whole to the parts; that is, begin with the whole -composition, and work to the paragraph and sentence. - -2. While emphasizing in different terms some one particular kind of -composition, do not limit the work wholly to that form. - -3. Make the course cumulative; that is, refer to and emphasize, wherever -possible, principles learned in former terms. - -4. In all work, oral and written, whether formal compositions, -examinations or recitations, develop a feeling for organization and -arrangement of thoughts. - -5. Encourage expression of the student’s interest, but try to guide and -broaden it. Seek to develop the power to observe accurately; also to -awaken the imagination. - -6. Try constantly to enlarge the student’s vocabulary. - -7. Insist on correct form, neatness and promptitude. Part of the work of -High School English is to form correct habits. - -8. Make all criticisms constructive. Have as much personal conference as -possible. - - - NINTH YEAR. - -First Term. - -=Special Work.= - -1. Composition, chiefly narrative, but no special emphasis on narrative -as a form of discourse. - -2. Punctuation. - -3. Letter-writing. - -4. Review of grammar. - -=Material.= - -Reproductions of parts of literature read, reports on outside reading, -imaginative treatment of subjects suggested by the literature lesson, -personal experiences. The following will suggest possible subjects: New -nature myths, new hero stories, additional adventures for Ulysses, -stories illustrating his various traits of character, new endings to old -stories, possible settings for Homeric stories, dialogues between -Homeric characters, descriptions of scenes from the Iliad from the point -of view of an eye-witness, etc. - -=Method.= - -1. Teach from the beginning correct form and habits of neatness and -care. While emphasizing these, have most of the work reproductive, in -order not to kill spontaneity. - -2. Emphasize letter-writing toward the end of the term when the interest -has been aroused in other forms of writing. Select for practice only -such letters as young people would be apt to write. - -3. Begin systematic training in punctuation early, and continue with the -composition work throughout the term. Teach the use of the comma, -quotation marks, especially in dialogue, and the terminal marks. Teach -by the logical rather than by the formal method; that is, lead to the -examination of the thought in sentences and to punctuation in accordance -with it. - -4. In review of grammar, use Hitchcock’s “Enlarged Practice Book.” -Select chapters treating of the general structure of a sentence, the -nature, kinds, and uses of phrases and clauses; also the exercise on -common errors of speech. Adapt this work to the special needs of each -class. One day a week will be taken for drill if necessary, or it may be -omitted, if classes are well prepared. - -Second Term. - -Begin the study of separate forms of discourse. Teach what rhetoric is, -and the reasons for studying it. - -=Special Work.= - -1. Narration, with its involved problem of structure. - -2. Continued drill on punctuation. - -3. Continued drill in grammar if needed. - -=Method.= - -1. Begin with narration. Teach during the term the essentials of a -successful narrative. - - a. Action (something happening). - - b. Point (an idea, a climax). - - c. Unity (it must hang together). - - d. Style (it must be interesting and entertaining). - -Emphasize this kind of work while teaching narrative poetry and prose -(the novel), but do not draw subjects from the literature lesson. From -this term on, composition work should be original. (See Sampson & -Holland’s Composition and Rhetoric for excellent suggestions on teaching -narration). - -2. While studying Ashmun’s “Prose Literature for Secondary Schools,” -follow the general line of composition work there suggested. - -3. Punctuation. Teach the use of the semicolon, colon, dash, and -exclamation point, and continue drill of preceding term. - -4. Simple teaching of paragraph structure; that is, the grouping of -similar thoughts together by their relation to a central idea or topic. - -5. Toward the end of the term a brief review of letter-writing. - - - TENTH YEAR. - -First Term. - -=Special Work.= - -1. Description, with involved problem of diction. - -2. Review of letter-writing. - -=Method.= - -1. Begin with comparative work in two kinds of description: scientific -and literary; that for information and that for enjoyment. Develop this -by the primary essentials of descriptive writing: - - a. Point of view. - - b. Selection of details. - - c. Order and grouping. - - d. Objective and subjective character. - - e. Appropriate diction. - -2. Notice of differences will involve a study of diction: synonyms, -especially adjectives; figures of speech (simile, metaphor, and -personification); words of color, sound, motion, shape, concrete terms. - -3. Use as illustrative material examples from scientific writing, -text-books, books of travel, novels, verse. Whenever possible, make the -literature lessons serve as models, but do not draw from them for -subjects. Have all composition original. - -4. Later in the term return to narration, and combine with it -description of scenery and character. - -5. Throw occasional compositions into the form of the friendly letter, -using some of the best modern letter writers, such as Stevenson, as -models. - - - TENTH YEAR. - -Second Term. - -=Special Work.= - -1. Exposition, with involved problem of clearness and order. - -2. Word-work, with the purpose of enlarging the vocabulary and -developing accuracy in the use of words. - -3. Review of letter-writing. - -=Method.= - -1. Connect with the preceding term’s work by showing that exposition is -description which explains; which shows the general and the common -rather than the particular and the individual; which omits the personal. - -2. Develop the following special points: - - Arrangement of material. - - A. Gathering of ideas, either one’s own or those from standard - authorities. If the latter, give directions on note-taking. - - B. Selection of material, according to scale of treatment. - - C. Making of outline. - - a. Key sentence or announcement of subject. - - b. Grouping into leading and subordinate points. - - c. Conclusion, with summary where advisable. - - Development of material (Paragraph making). - - Do no formal work with the paragraph except to teach the - importance of the topic sentence as a means toward unity and - therefore toward clearness. Insist on a clear topic sentence for - each paragraph. Permit any means of development that naturally - suggests itself. Encourage the attempt not only to begin - paragraphs well, but to end them well. - -3. Word-work. Give regular exercises once a week for the first half term -on work tending to develop an interest in words and accuracy in their -use; such as, exercises in defining, in synonyms (select only such as -are apt to be misused), on words with interesting history. In defining -insist on correct form and clear distinctions. Vary this work and select -with care, so that it will be vital. It is valueless if formal and -perfunctory. - -4. Review briefly business letters, and such social forms (invitations, -acceptances, regrets), as high school students will be apt to need. - - - ELEVENTH YEAR. - -First Term. - -The work of the Eleventh year is cumulative, continuing practice in -narration, description, and exposition, with new emphasis on style. - -=Method.= - -1. While studying the “Idylls of the King” and “Silas Marner,” review -narration and description. Insist on the observance of principles -learned in earlier terms, but try to arouse an interest in style as a -means of increasing effectiveness. Emphasize the difference between -poetic and prose style, and the limitations of each. Note the use of -figurative language in modern prose style. Try to develop the power of -suggestiveness. Study the descriptions of place and character in “Silas -Marner” from this point of view, and try to interest the class in -attempts at imitation. - -2. While studying the essay, review exposition. Insist on attention to -points learned in the Tenth Year. Carry on paragraph development, with -more emphasis on various kinds of paragraphs; as, transitional, -summarizing, introductory, and concluding. - -3. Give some attention to prose style, especially if Macaulay is being -studied. Show the value of various rhetorical forms; such as the -balanced sentence, loose and periodic sentences, studiously short -sentences, climax, rhetorical questions, also the value of concrete -terms. Try to interest students in imitating various styles. Frequent -short papers, in each of which some definite point is being worked for, -will bring better results both in interest and achievement than less -frequent long ones. - -Second Term. - -=Special Work.= - -Continued review of narration, description, and exposition, with -emphasis on style. - -=Method.= - -1. Make the review of the first two forms lead up to the writing of a -brief short story. Teach this at the same time the short story and novel -are being studied. Begin with writing of various settings, -introductions, descriptions of person and character, incidents -introduced for various purposes, bits of dialogue, and lead up to the -complete story. - -2. While reviewing exposition, draw subjects from questions of present -interest, either local or general, and occasionally from literature -work. Reports on collateral reading may be used to teach the writing of -a simple, interesting book review, that would lead others to read. -Choose subjects here that will not lead to copying other peoples’ ideas. -Reject empty, glittering generalities. - -3. Have at least one longer piece of exposition this term than has been -previously written, preferably on subject of public interest. Correct -topical outline personally before the paper is written, showing how it -may be improved. - - - TWELFTH YEAR. - -First Term. - -=Special Work.= - -Argumentation with involved problem of force and tact. - -=Method.= - -1. Study the general nature of argument, the use of exposition in -argument, the difference between inductive and deductive reasoning, the -difference between assertion and proof, attack and refutation. Be -practical and not technical in this work. Choose subjects calculated to -stimulate thought on topics of the day; draw as largely as possible from -school life in order to demonstrate the value of the work. - -2. Emphasize the value of structure here as well as in pure exposition. - -3. Practice in writing of speeches, in whole or in parts; openings, -refutations, conclusions, appeals to the feelings. - -4. Show the value of appropriate style. - -5. Vary the special work of the term by occasional papers on topics -suggested by the literature work, provided they are of live interest and -such as to provoke discussion. - -Second Term. - -=Special Work.= - -1. Review of the different forms of writing taught throughout the -course, to test power and to unify impressions. - -2. Four longer papers than heretofore, one of each kind of discourse. - -3. Briefer exercises are needed. - - - ORAL COMPOSITION. - -Definite practice in oral composition extends throughout the entire -course. At least once every five weeks each student talks to the class -on some subject previously prepared. Increase these exercises whenever -time will permit. - -=General Directions.= - -1. Have students stand before the class, free from desks or other -external support. - -2. Subject matter should be prepared, but not memorized. Students may -use a small card with headings, but no other notes. - -3. The length of the talk may vary from two to three minutes in the -Ninth Year, to five of six in succeeding terms, as ideas and ease -increase. - -4. Material should be drawn from subjects outside the literature -lessons. Let the student’s interest determine the subject. Talks may be -reproductions of newspaper or magazine articles, of parts of books, or -accounts of personal experience, but the wording must be the student’s -own. - -5. Teachers should emphasize constantly the same principles or order and -arrangement of ideas as in written work. The aim is not mere talk, but -effective speech. - -6. Emphasize interest of the audience as a test of success. Try to -arouse an ambition to win this. Teach the gain to a speaker from erect, -free posture of the body, ease of manner, command of the audience with -the eye, clear enunciation, pleasant voice. - -7. Criticism must be sympathetic and kindly, even when corrective. Above -all try to arouse ambition to succeed and the will to persevere. - - - NINTH YEAR. - -Anecdotes, stories read, reports on topics connected with Greek life may -all be used. The talks may be varied by readings; for instance, -selections from Stephen Phillips’ “Ulysses,” read in parts; an act of -“Antigone,” or some other Greek play; poems illustrative of the work -being studied, or similar work bearing no relation to the literature -lessons. The aim is to develop ease and self possession in standing -before the class, and interest in trying to hold an audience. - - - TENTH YEAR. - -=Material.= - -Accounts of interesting things seen or done; descriptions of famous -events, places of men; accounts of anything of current interest. Try by -the search for live material to broaden the students’ interests and to -make them more generally intelligent. This may be helped by having -suitable subjects for talks submitted every week, even although time -will not permit practice in talking that often. - - - ELEVENTH YEAR. - -=Material.= - -Continue the work of the preceding year, with greater emphasis on -subjects of present interest. Seek to encourage intelligent reading of -newspapers by reports on current events. More frequent practice may be -obtained by sometimes combining the oral composition work of the second -term with the literature work. Reports on authors and works read outside -of class, literary pilgrimages to interesting places in America, -occasional readings may all be utilized. - - - TWELFTH YEAR. - -=Material.= - -Every Monday throughout the year have reports at the beginning of the -period, (1) on events of importance of the preceding week outside of the -United States; (2) in the United States outside of California; (3) in -California, especially local events of importance. Insist on -discriminating selection and judicious condensation. Have subjects of -importance expanded into special talks. Use also throughout the year -reports on topics suggested by the literature work. - - - HISTORY. - -The work in this department has a two fold purpose, namely, training and -information. In the first place, the subject is taught with a view to -developing breadth of vision, judgment, and an understanding of cause -and effect in human affairs. Secondly, the aim is to enable the student -better to understand the conditions and problems of the present day by -knowing their historical connections. The work is conducted with the -constant realization that the highest use of history is to prepare young -people to discharge intelligently their many duties as citizens in a -democracy. - -The courses in the department are as follows: - - =General History.= For 9th and 10th grade pupils. - =Ancient History.= For 9th grade pupils. - =Mediaeval and Modern History.= For 10th grade pupils. - =English History.= For 11th grade pupils. - =United States History and Civics.= For 12th grade pupils. - =Economics.= For 11th and 12th grade pupils. - - - General History. - -This course presents, in the simplest way, an outline of the history of -our civilization, from its origin to the present day. It aims to help -the pupil to understand the causes, geographical, racial, etc., that -have led to the rise and decline of nations, and to appreciate the -services that these peoples have rendered to mankind. Much attention is -given to the great characters of history. An especial effort is made to -know the origin and history of existing nations, and to realize that the -present is an outgrowth from the past. The course is useful also in -helping the pupil to grasp the time and place of the characters and -events that he meets in literature and science, and thus it supplies a -background for his other studies. - - - Ancient History. - -The courses in Ancient History and in Medieval and Modern History -together cover the same ground as the course in General History, but do -so more thoroughly and with much greater detail. They are recommended to -those who expect to take at least three years of History in the high -school. The course in Ancient History covers the period from the dawn of -history to 800 A. D. It is designed to give the pupil some knowledge of -the origin of our civilization. After a short discussion of prehistoric -beginnings, a brief study is made of the ancient oriental peoples. The -major part of the course is devoted to the history and civilization of -Greece and Rome, with especial reference to their influence on the life -of the present day. - - - Medieval and Modern History. - -The course in Medieval and Modern History covers the period from A. D. -800 to the present, and is a continuation of the course in Ancient -History. Its purpose is to trace the continued development of our modern -civilization, and to understand the origin and character of the nations -of today. Attention is devoted to economic and social conditions, as -well as to political events. Especial emphasis is placed upon the period -since Napoleon Bonaparte. A study is made of the governments of the -principal European nations, and contemporary problems are discussed in -the light of their history. Considerable use is made of current -newspapers and periodicals. - - - English History. - -The fundamental principles of our American government, the idea of local -independence, of jury trial, of representation, are traced back to -English institutions; showing at the same time that these privileges are -the result of the persistent contest waged for over six hundred years, -which struggle, in fact, is still going on. The conditions in Scotland, -Ireland, Wales, and on the Continent of Europe are discussed in -connection with the constitutional development, and the economic, -political, social, and religious conditions in England. The British -Empire is studied in its relation to the other nations of the world, and -in the economic and political condition of its colonies and subjects. - - - United States History and Civics. - -The study of the earliest period is planned to show that the work of -discovery and exploration has been going on for over four centuries and -is still in progress. Economic, political, and religious conditions in -Europe are discussed, and related to conditions in America. During the -colonial period the principles and the traits which characterized us now -as a nation were developed. The importance of the idea of local -independence maintained by the colonists against the idea of imperialism -held by England is discussed, and followed by a consideration of the -significant facts of the Revolution and the process by which the loose -confederation of states became the constitutional republic, tending -toward a vigorous national growth. The problems of transportation, the -removal of the Indians, the disposal of the public lands, the struggle -of free and of slave labor for the control of the territories, the Civil -War; these subjects and others related to them are treated, bearing in -mind that today the United States is no longer in isolation, but linked -to other nations. The study of the Constitution of the United States, -and of the actual workings of the city, state, and national governments, -is designed to bring out clearly that the citizen today has new duties -and new responsibilities; that the intelligent citizen should be -informed concerning the tariff, the trusts, the labor unions, equal -suffrage, the peace movement, and other current questions. The -Constitution of the State of California, and the Charter of the City of -Oakland are given special attention, and visits are made to the City -Council, the Board of Supervisors, the Courts, and the State -Legislature. - - - Economics. - -Economics deals with the social activities and institutions that result -from men’s efforts to procure a livelihood. It studies the means by -which nations become rich, and the effects of riches upon the public -welfare. The policies of modern government have so much to do with -economics that an understanding of economic laws is essential to wise -citizenship. The aim of this course is to teach enough of accepted -economic theory to enable the student to understand the laws that govern -the larger economic questions of today. Mere abstract theories, however, -are avoided. A study is made of the evolution of industrial society and -the application of economic laws. Emphasis is laid upon the study of -consumption, i. e., the best expenditure of the personal and public -incomes, and on such dominant questions as Labor, Tariff, Monopolies, -Socialism, Taxation. The student is led to realize that as the -industrial and economic life of today is the outgrowth of past -tendencies, so the wise solution of present vexed economic questions -will determine the economic character of the decades to come. Moreover, -it is believed that the study of economics, while dealing with matters -of great practical importance, tends also to quicken the love of justice -and to encourage sanity and moderation of view concerning the value of -material wealth. - - - MATHEMATICS. - - - NINTH YEAR. - - - Elementary Algebra. - -Mechanical skill and accuracy of expression in the formal language of -Mathematics are the things emphasized in the first year of Algebra. The -course is designed to cover sufficient ground so that the student who -studies Algebra for only one year will be able to handle the algebraic -processes involved in problems of computation in Geometry and to -manipulate formulae, in order that he may read intelligently the popular -publications on mechanics. To this end special attention is paid to -graphical methods of representation, to the solutions of simple -equations in which the unknown may be represented by any letter, and to -the solution of the quadratic equation, by the formula method as well as -by factoring. Stress is laid upon accuracy of expression, and upon the -knowledge of processes, that this elementary work may afford a proper -foundation for all future work in Mathematics. Factoring is taught by -means of type forms and rules, which the students are required to learn. - -The following are the subjects considered: four fundamental operations, -linear equations, type product forms, factors, fractions, fractional -equations, ratio and proportion, quadratic equations, functionality, -simultaneous linear equations (graphical solution), simplification of -simple surds. The quadratic equation is used to develop the idea of a -variable and of a function of a variable, and to teach graphical methods -of solving equations. Stress is laid upon the practical application of -the graph to the solution of every day problems. - - - TENTH YEAR. - - - Plane Geometry. - -Usual theorems and constructions, original exercises, problems of -computation. - - - ELEVENTH YEAR. - - - Algebraic Theory. - -First Term. - -The object of this course is to introduce the student to the Theory of -Mathematics; therefore the demonstration of principles is insisted upon. -A rigorous treatment of simple laws is required. - -The course is designed to meet the needs of two classes of students: -those who are preparing for the Engineering Course at the University, -and those who, while they are not preparing for college, wish to do -advanced work in Mathematics and to acquire a broader knowledge of -Algebra than that obtained in the first year. It also prepares the -students for the Courses in Trigonometry and Solid Geometry that are to -follow. - -For the benefit of those students who are not preparing for the -University and are not studying mathematics for its own sake, a special -effort is made to make the content of the course as rich as possible; -that is, to select topics that afford material for mathematical thinking -and at the same time have vocational value. - -The following are the subjects considered: factors, remainder theorem, -factor theorem, fractions, fractional and negative indices, surds, and -complex quantities (graphic treatment), theory of quadratic equations, -graphs, simultaneous equations, proportion and variation, logarithms. - -Second Term. - -Either Solid Geometry or Trigonometry. These subjects are begun but once -a year. All students finishing two and a half years’ work in Mathematics -may take whichever course is offered in the second half of their third -year. Original work and solution of practical problems required. - - - TWELFTH YEAR. - -First Term. - -Either Solid Geometry or Trigonometry. - -Second Term. - -This course is a continuation of the work in Algebraic Theory designed -especially for engineering students and for others who wish to continue -advanced work. The student who is pursuing Mathematics for its -vocational value and who does not intend to go to the University need -not elect it, since the first term of Algebraic Theory, with Solid -Geometry and Trigonometry, will give him sufficient equipment. The -following topics are studied: synthetic division, simultaneous quadratic -equations, special methods for higher equations, determinants, -mathematical induction, binomial theorem, summation of series. - - - SCIENCE. - -=Physical Geography.= Regularly a ninth year subject. Time: 7 or 8 -periods per week. - -First Term. - -A study of land forms based on field excursions to points easily -accessible afoot or on the street cars. Soil formation and conservation. -A study of the physical features of California with their economic -consequences, particularly the determination of the routes of railroads, -the choice and construction of harbors, quartz and placer gold mining, -the development of water power and long-distance electric transmission, -lumbering, irrigation, agriculture, horticulture, etc. Tarr’s New -Physical Geography, pages 13–172, liberally supplemented by the use of -reference books, lantern slides, relief models and topographic maps. -Wright’s Manual of Physical Geography. - -Second Term. - -A study of the simpler elements of weather and climate based on -astronomic and other observations and on certain physical and chemical -experiments. A study of the great wind belts of the world and regions of -excessive, moderate, or deficient rainfall, locating each regionally in -the continents. The climatic regions of the United States with -particular reference to temperatures, prevailing winds, and -rainfall—each as modified by physiographic features and by large bodies -of water. A regional study of the United States with particular -reference to milling, stock feeding, dairying, slaughtering and packing, -iron, coal, lumber. Centers of manufacture with a consideration of -methods and lines of transportation both by land and sea, particularly -of the transcontinental lines which reach the Pacific Coast. Possible -changes on the Pacific Coast due to the opening of the Panama Canal. -Tarr’s New Physical Geography, pages 1–12 and 173–430, supplemented by -the use of reference books, individual full-mounted globes, wall maps, -weather maps, and excursions to the Chabot Observatory and the United -States Weather Bureau. Wright’s Manual of Physical Geography. - -=Botany.= Regularly a tenth year subject; but may be taken in the ninth -year. Time: 8 periods per week, including double laboratory periods. -Laboratory and recitation periods are arranged to suit the topic under -consideration. - -The text used in Bergen’s Essentials of Botany. In the main, the order -of topics as there given is followed. More experiments in plant -physiology are taken than are outlined in the text, and some time is -devoted to the study of oxygen, hydrogen, nitrogen, and carbon, -including the chemistry of combustion. About 24 weeks are devoted to the -study of seed plants, and 18 weeks to spore plants. Enough time is -devoted to the study of the classification of seed plants to enable a -pupil to use a key readily. An herbarium is not required; but the -necessary instruction is given, and the pupil is encouraged in the -preparation of one if he shows interest in this kind of work. In the -study of spore plants particular attention is given to bacteria, yeasts -and molds in their relation to household affairs. - -=Zoology.= Regularly an eleventh year subject. Time: 7 or 8 periods per -week, including double laboratory periods. It is expected that only one -class will be organized in each year, this class to begin with the fall -term. - -First Term. - -Invertebrate zoology, with comparative study of typical forms, e. g., -amoeba, paramoecium, sponge, hydra, sea-anaemone, starfish, earthworm, -shrimp, crab, etc. Special attention is given to beneficial and -injurious insects. - -Second Term. - -Vertebrate zoology, with comparative study of human anatomy and -physiology. Detailed laboratory study of the anatomy of the frog. - -Text-books: Jordan, Kellogg and Heath’s =Animal Studies=, both terms; -Conn and Budington’s =Advanced Physiology=, second term. - -=Physiology, Hygiene and Sanitation.= Regularly an eleventh year -subject. Time: 7 or 8 periods per week, including double laboratory -periods. - -The course is intended to contribute as much as possible toward -healthful living. The study of structure and function is made the basis -of an intelligent appreciation of the principles of hygiene. The -conception of the body as a mechanism which requires new materials of -definite kinds to replace worn out parts, and which also requires a -constant supply of energy to enable it to do its work is made the basis -of the study of food materials and the principles of dietetics. The -course concludes with a study of the nature of infectious and contagious -diseases and the means by which they are communicated; and domestic and -public sanitation. - -Text-books: Conn and Budington’s =Advanced Physiology= and Brown’s -=Physiology for the Laboratory=. - -=Chemistry.= Regularly an eleventh year subject. Previous preparation -should include at least one-half year of algebra; but the chemistry may -be taken without it. Time: 7 or 8 periods per week, with double -laboratory periods. - -General Chemistry. The subject essentially as presented in McPherson and -Henderson’s =Elementary Study of Chemistry= and =Laboratory Exercises in -Chemistry= by the same authors. - -Household Chemistry. This is alternative with the general course in the -second half year. The work of the first half year is the same as in the -general course. The course in household chemistry is intended for girls, -and substitutes the chemical problems and processes of the home for -those of the mine, the smelter, and the metallurgical and chemical -industries in general. Large use is made of a reference library of works -in the chemistry of cooking, cleaning and sanitation. Blanchard’s -=Household Chemistry= is used as a laboratory guide. - -The credit toward graduation and the college entrance credit is the same -for the household chemistry as for the general course. - -=Physics.= Brief Course. Regularly a twelfth year subject. Minimum -preparation, 8 units, including first year algebra and the first term of -plane geometry. Time: One period daily for one year. Credit: One unit. - -This course fulfils the requirements in science for admission to the -College of General Culture, the College of Commerce, and the General -Course in Agriculture of the University of California, and for similar -courses in other universities. It emphasizes the qualitative aspects of -phenomena, omits the more difficult mathematics of the subject, takes -fewer quantitative laboratory experiments and devotes less time to -practical applications than the full course does. Astronomical topics -are introduced here and there as they fit into the regular order of the -work. - -Full Course. Regularly a twelfth year subject. Minimum preparation: 10 -units, including first year algebra and plane geometry. Time: 3 single -periods and 2 double periods per week in the first half year; 2 single -periods and 3 double periods per week in the second half year. Credit: -One and one-half units. - -The full course is prescribed in the fourth year for all pupils -preparing for the Colleges of Mechanics, Mining, Civil Engineering, -Chemistry, and the Technical Course in Agriculture of the University of -California, and for similar courses in other universities. It is -elective for all other pupils who have the necessary preparation. - -The full and the brief courses are given in separate classes, in either -or both terms, when the number of students enrolled necessitates the -organization of more than one class in the work of the term. When the -classes are not thus divided, the pupils in the full course will take -the work with the brief course class 5 periods per week, and will take -additional work as a separate class 2 periods per week in the first -term, and 3 periods per week in the second term. - -Text-books: Coleman’s =Text-book of Physics=, and Coleman’s =New -Laboratory Manual of Physics=. - - - University Admission Requirements in Science. - -The University of California requires for admission at least one science -given in the third or fourth year of the high school course. Physiology, -Zoology, Chemistry, or Physics fulfils this requirement; Botany does -not, but it receives regular admission credit as an elective subject. -When Botany is offered together with any one of the other sciences, both -receive admission credit, the one as an elective, the other as the -prescribed third or fourth year science. - - - GREEK. - - - TENTH YEAR. - -First Term. - - First Greek Book. White. - -Second Term. - - First Greek Book. White. - - - ELEVENTH YEAR. - -First Term. - - Xenophon’s Anabasis. Bks. I and II. - Greek Grammar. Goodwin. - Beginner’s Greek Composition. Collar & Daniell. - -Second Term. - - Xenophon’s Anabasis. Bks. III and IV. - Greek Grammar. Goodwin. - Beginner’s Greek Composition. Collar & Daniell. - - - TWELFTH YEAR. - -First Term. - - Homer’s Iliad. Bks. I-III. - Goodwin’s Grammar. - Composition. Collar & Daniell. - -Second Term. - - Homer’s Iliad. Bks. IV-VI. - Goodwin’s Grammar. - Beginner’s Greek Composition. Collar & Daniell. - - - LATIN. - - - NINTH YEAR. - -First Term. - - =D’Ooge’s Latin for Beginners.= - Lessons I-XLV. - Gradatim for sight reading. - -Second Term. - - =D’Ooge’s Latin for Beginners.= - Lessons XLVI-LXXVIII. Book completed. - Gradatim for sight reading. - - - TENTH YEAR. - -First Term. - - =Second Year Latin. Greenough, D’Ooge and Daniell.= - - =Part One.= 75 pages of stories, fables, mythology, biography, - including Life of Caesar. Composition based on the above. - - =Grammar.= Allen & Greenough. - -Second Term. - - =Second Year Latin. Greenough, D’Ooge and Daniell.= - - =Part Two.= 100 pages from “=Caesar’s Gallic Wars=.” Bks. I-VII. - - D’Ooge’s Composition to accompany “Second Year Latin.” - =Grammar.= Allen & Greenough. - - - ELEVENTH YEAR. - -First Term. - - =Cicero.= Any Standard Edition. - - The Conspiracy of Catiline. Four orations for translation and - study. - - =D’Ooge’s Composition.= Based on above orations. - =Grammar.= Allen & Greenough. - -Second Term. - - =Cicero= (continued). - - Pompey’s Military Command, The Citizenship of Archias (for - translation and study). - - =D’Ooge’s Composition.= Based on the above oration. - =Grammar.= Allen & Greenough. - - - TWELFTH YEAR. - -First Term. - - =Virgil.= Any Standard Edition. - - Bks. 1–111. For translation and scansion. The Principles of - Prosody—A study of figures of speech, grammatical and - rhetorical. - - =D’Ooge’s Latin Composition=, “Senior Review.” - Exercises 1–16. - =Grammar.= Allen & Greenough. - -Second Term. - - =Virgil= (continued). - - Bks. IV-VI for translation and scansion. Method of preceding - term continued. - - =D’Ooge’s Latin Composition.= “Senior Review.” - Exercises 17–34. - =Grammar.= Allen & Greenough. - - - GERMAN. - - - NINTH YEAR. - -First Term. - - Spanhoofd—Lehrbuch der deutschen Sprache. Lessons 1–13. - Spanhoofd—Erstes Lesebuch. - Copy Book—Deutsches Schönschreiben, No. 4. - -Second Term. - - Spanhoofd—Lehrbuch. Lessons 14–19. - Bacon—Im Vaterland, about fifty pages. - Moni der Geissub, or - Rosenresli. - - - TENTH YEAR. - -First Term. - - Spanhoofd—Lehrbuch. Lessons 20–29. - Bacon—Im Vaterland, pp. 50–157. - Two or more of the following: - - Höher als die Kirche. - Germelshausen. - Immensee. - Der Geissbub von Engelberg. - Irrfahrten. - -Second Term. - - Spanhoofd—Lehrbuch. Lessons 30–35, subjunctive. - Wesselhoeft—German Composition, pp. 1–40. - Three or more of the following: - - Der Schwiegersohn. - Anfang und Ende. - Der Bibliothekar. - Der Prozess. - Das Spielmannskind. - - - ELEVENTH YEAR. - - Der stumme Ratsherr (in same volume with Das Spielmannskind). - Riehl. - Auf der Sonnenseite. Bernhardt. - Bilderbuch ohne Bilder. Anderson. - Wilhelm Tell. Schiller. - Aus dem deutschen Dichterwald. Dillard. - L’Arrabbiata. Heyse. - Burg Neideck. Riehl. - Lichenstein. Hauff. - Der arme Spielmann. Grillparzer. - Peter Schlemihl. Chamisso. - Maria Stuart. Schiller. - Hermann und Dorothea. Goethe. - Elements of German. Bierwirth. - German Composition. Pope. - Träumereien. Leander. - - - TWELFTH YEAR. - - Elements of German. Bierwirth. - German Composition. Pope. - Soll und Haben. Freytag. - Das Nest der Zaunkönige. Freytag. - Die Schriften des Waldschulmeisters. Rosegger. - Er soll dein Herr sein. Heyse. - Die Blinden. Heyse. - St. Jurgen. Storm. - Brigetta. Auerbach. - Heimatklang. Werner. - Der Neffe als Onkel. Schiller. - Die Jungfrau von Orleans. Schiller. - Die Journalisten. Freytag. - Sesenheim. Goethe. - Die verlorene Handschrift. Freytag. - -Supplementary List. Not to be purchased by pupils. - - Easy German Stories. Ries. - Neue Marchen. Mullar. - Gluck Auf. Muller & Wenckebach. - Das Murchen. Goethe. - Der Geissbub von Engelberg. Lohmeyer. - Geschichten von Rhein. Stern. - Geschichten von den deutschen Städten. Stern. - Minna von Barnhelm. Lessing. - Nathan der Weise. Lessing. - Aus dem Leben eines Taugenichts. Eichendorff. - Leberecht Hühnchen. Seidel. - Abenteuer der Neujahrsnacht. Zschokke. - Das Wirtshaus zu Kransac. Zschokke. - Unter Brudern. Heyse. - Two German Tales. Nichols. - Teya. Sudermann. - Sommermarchen. Baumbach. - Gravelotte. Frenssen. - Tales. Hauff. - Four German Comedies. - Das Amulett. Meyer. - Aprilwetter. Arnold. - Die Harzreise. Heine. - Das Habichtsfraulein. Baumbach. - Ultimo. Moser. - Fritz auf Ferien. Arnold. - Der Assistent. Schanz. - German Conversation. Wesselhoeft. - Der Taucher. Schiller. - Die beiden Freunde. Moltke. - Stille Wasser. Bernhardt. - Emilia Galotti. Lessing. - Pole Poppenspaler. Storm. - Kleider machen Leute. Keller. - Zwischen den Schlachten. Elster. - Aus dem Leben eines Unglücklichen. Hansjakob. - Die Ahnen, Part I. Freytag. - Ein Regentag auf dem Lande. Arnold. - Krambambuli. Elmer-Eschenbach. - Legenden. Keller. - Die Steinklopfer. Saar. - Ernstes und Heiteres. Schrakamp. - - - FRENCH. - - - NINTH YEAR. - -First Term. - - French Grammar. Fraser & Squair. Lessons I-XX. - French Reader. Aldrich & Foster. - -Second Term. - - French Grammar. Fraser & Squair. Lessons XXI-XXX. - French Reader. Aldrich & Foster. - - - TENTH YEAR. - -First Term. - - French Grammar. Fraser & Squair. Lessons XXXI-XL, and pp. - 337–347. - Le Voyage de Monsieur Perrichon, or equivalent from list. - Tartarin de Tarascon. - -Second Term. - - French Grammar. Fraser & Squair. - Colomba. - Two hundred pages of sight reading from supplementary list. - Elementary French Composition. Lazare. - - - ELEVENTH YEAR. - - Grammar. Fraser & Squair. - Extracts for French Composition. Mansion. - Une Semaine A Paris. Bacon. - Douze Contes Nouveaux. - Le Petit Chose. - Le Malade Imaginaire. Moliere. - Le Bourgeois Gentilhomme. - Les Miserables. Hugo. - - - TWELFTH YEAR. - - Grammar. Fraser & Squair. - Extracts for French Composition. Mansion. - Une Semaine A Paris. Bacon. - Contes des Romanciers Naturalistes. - Le Monde ou L’on s’Ennuie. Pailleron. - Les Precieuses Ridicules. Moliere. - Souvenirs d’Enfance et de Jeunesse. - -Supplementary French Books. (Not to be purchased by pupils.) - - Le Conscrit de 1813. Erckmann-Chatrian. - Notre Dame De Paris. Hugo. - L’Abbe Daniel. Theuriet. - L’Abbe Constantin. Halevy. - L’Avare. Moliere. - French Short Stories. Buffum. - Bataille de Dames. Scribe & Legouve. - Le Roi des Montagnes. About. - La Tulipe Noire. Dumas. - Les Trois Mousquetaires. Dumas. - La Mare au Diable. Sand. - L’Etre de la Saint Martin. Meilhac & Halevy. - Labiche’s La Lettre Chargee. - Vent d’Ouest. d’Hervilly. - Les Prisonniers du Caucase. De Maistre. - Les Plus Jolis Contes de Fees. Lazare. - Morceaux Choisis. Daudet. - Selections from Standard French Authors. Guerlac. - L’Etincelle. Pailleron. - Eugenie Grandet. Balzac. - Cure de Tours. Balzac. - Ma Soeur Henriette. Renan. - Dosia. Greville. - Madame Therese. Erckmann-Chatrian. - Contes Extraits de Myrrhae. Lamaitre. - Siege de Paris. Sarcey. - Gil Blas. Le Sage. - - - MUSIC. - - - Course I. - -Elementary Choral. Sight-singing, notation, musical dictation, voice -training and part singing. Voices will be tested and classified at the -beginning of each term. One credit for graduation, but no recommendation -to the university. - - - Course II. - -Advanced Choral and Musical Appreciation. Open to all students who have -completed course I or its equivalent. University credit. - -Musical dictation, study of standard choruses, biography of great -musicians. This course will be illustrated by the Victor and -player-piano and frequent recitals by available musicians and music -students. - - - Course III. - -Harmony. Students electing the course must have completed Course I or -II, or be reasonably proficient in performance upon some solo -instrument. University credit. - -Notation. Formation of diatonic and chromatic scales in major and minor -modes; consonant and dissonant intervals and their inversions; triads -and their inversions in major and minor modes; a study of chord -connection and voice leading over a given bass; chords of the Dominant -Seventh and their inversions and resolution; harmonizing of simple -melodies; treatment and progressions of Secondary Sub-dominant chords; -modulation and transposition; suspensions, retardations and -embellishments; chords of the Dominant Ninth and secondary chords of the -Seventh from the Dominant Ninth. - - - Course IV. - -History of Music. University credit. - -An outline of the development of the art of music, including ancient -music; Greek scales; church music from the time of Gregory; the -Netherland School of Polyphony; opera and oratorio; the classical -period; the Romantic Movement; music of the present day; biographies of -the leading musicians of each period. Text—Outline of Music -History—Hamilton. - - - Course V. - -Composition. Open to students who have completed Course III. - - - Course VI. - -Orchestra. One credit for graduation but not for University. - -Open to students sufficiently proficient on piano, violin, viola, -’cello, bass, cornet, clarinet, flute, or drum and traps, in so far as -balance of tone color will allow. - - - DRAWING. - -=Freehand Drawing=—Given in Ninth Year. - -Principles of perspective drawing from type solids, casts, still life -and plant forms in pencil, charcoal, pen and ink and water colors. - -=Designing=—Given in Tenth Year. - -Its principles and application. Lettering. Study of Historic Ornament. - -=Geometric Drawing=—Given in Tenth or Eleventh Year. - -Practice with mechanical drawing instruments, in the solution of -Geometric Problems, with the study of freehand and mechanical printing. - -=Advanced Freehand Drawing=—Given in the Eleventh Year. - -Advanced charcoal and water color from casts, life, fruit, flowers, and -landscape, and illustrative drawing. - -=Applied Mechanical Drawing=—Given in Twelfth Year. - -Selections made to suit the students’ needs. - -=Industrial Arts=—Given in Twelfth Year. - -Work selected to suit the students’ needs. - - - PHYSICAL EDUCATION. - -1. One year of gymnasium work taken twice a week is required of all high -school students. No unit credit is given for this alone. Athletic work, -however, is taken throughout the four years, the equivalent of two -periods a week—part gymnasium and part outdoor work—for which one unit -is given towards graduation. For the first semester of the tenth year, a -compulsory course in Hygiene is substituted for active work in the -physical education department. A yearly medical and physical examination -is required. - -2. After the first term, if the work is deferred for a year or more, the -first term must be repeated; for the required year’s work is to be -continuous. - -3. Girls’ Department—Gymnasium work consists of breathing exercises, -free work, dumb bells, wands, Indian clubs, chest weights, mat work, -folk dancing, and marching, with special emphasis laid on graceful -carriage. Out door athletics—baseball, basket ball, volley ball, tennis, -and playground games. - -4. The regulation costume for girls’ class work consists of: - - Middy Blouse .95 to 2.50 - and - Bloomers $2.50 and up - Gym. Shoes .65 to 1.50 - -The course in hygiene for girls covers personal hygiene, including all -the normal functions of the body—care of the infant and house; care of -the sick; public sanitation, such as prevention of infectious diseases, -garbage and sewage disposal; care of food in the home and supervision of -dairies and markets, and federal activities in control of public health. - -A medical examination is made of every freshman girl during her first -term and is repeated as often after that as may seem necessary. In -addition the physician is ready for consultation with pupils or their -parents or teachers whenever desired. - -5. Boys’ Work—Gymnasium work for boys consists of dumb bells and wand -drill, Indian clubs, chest weights, breathing exercises, free hand and -floor work. Special attention is paid to proper carriage. For advanced -students, horse, parallel bars, horizontal bar and mat work. Out door -athletics may be taken but is not compulsory. They consist of track, -football, baseball, tennis, basketball, and swimming. - -6. The regulation costume for the boys’ class work consists of: - - Gymn. upper .50 - Running pants .50 - Supporter .75 - Tennis shoes .70 to $1.50 - -[Illustration: PRESS _of_ CARRUTH & CARRUTH OAKLAND] - ------------------------------------------------------------------------- - - - - - TRANSCRIBER’S NOTES - - - 1. Silently corrected typographical errors and variations in spelling. - 2. Archaic, non-standard, and uncertain spellings retained as printed. - 3. Enclosed bold font in =equals=. - - - - - -End of the Project Gutenberg EBook of Course of Study of the Oakland High -School, by Oakland High School - -*** END OF THIS PROJECT GUTENBERG EBOOK COURSE OF STUDY--OAKLAND HIGH SCHOOL *** - -***** This file should be named 63450-0.txt or 63450-0.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/6/3/4/5/63450/ - -Produced by Richard Tonsing, Tim Lindell, and the Online -Distributed Proofreading Team at https://www.pgdp.net (This -file was produced from images generously made available -by The Internet Archive/American Libraries.) - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the United -States without permission and without paying copyright -royalties. 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